Section A优秀教学实录

Unit 8 Our Clothes Topic 2 We can design our own uniforms.

第一课时（Section A—1a,1b,1c）

教学设计思路：

本课主要是让学生学习如何向第三方转述信息即特殊疑问句作宾语的宾语从句和it作形式主语的句型。首先通过班内调查学生是否应该穿校服来引出话题学习新词汇。接着迅速听1a的对话完成1b。随即让读1a并找出宾语从句，引入到新语法的学习。有了充足的信息输入之后，通过1c 操练新语法。

Ⅰ. Teaching aims 1.

Knowledge aims：

（1）学习并掌握新词汇

depend,survey,discipline,depend on （2）初步学习宾语是特殊疑问句的宾语从句和“It’s+形容词+that+从句”句型。

2. Skill aims: （1）能够向第三方转述信息。

(2）能够把特殊疑问句转换成陈述语气。

3. Emotional aims: 4.

Culture awareness: Ⅱ. The key points and difficult points 1. Key points: (1)学会向第三方转述信息。

(2) 初步掌握宾语是特殊疑问句的宾语从句。

2. Difficult points：

(1)如何把特殊疑问句转换成陈述语气。

(2)向第三方转述时，如何转换时态和人称。

Ⅲ. Learning strategies 1.听前明确目标，确定重点有助于在听的过程中集中注意力。

2.发现并利用规律来学习。如：把特殊疑问句转换成陈述语气应该怎么做。

Ⅳ. Teaching aids

多媒体课件/图片/小黑板/录音机

V. Teaching procedures

Stage 1( 5 mins)：Getting the students ready for learning Designing Step Teacher activity Student activity purpose Greet the Ss and teach the Learn the new words. new words.

导入新课，教学新词。

T: Hi, boys and girls! How Ss: Fine. Thank you.

are you today?

T: Do you have school Ss: Yes.

uniforms?

T: Is it necessary for you to

wear school uniforms?

Let’s make a survey. If you

think it is necessary, raise

your right hand. (Class activity)

T: Mmm, 23. So the rest

think it is not necessary.

But I think wearing school

uniforms can show good

discipline.

T: Xxx, why don’t you like

wearing uniforms? your school

S1: Because they are ugly! T:(Shows pictures) Look at

these school uniforms.

They are designed by

students. Ss: Wow!

So beautiful!

T: So whether the school

uniforms are beautiful or

not depends on who will

design them. If you can

design your own uniforms,

you will be glad to wear

them. Right? Ss: Yes. Remark：校服是学生比较熟悉的话题，教师可以通过调查学生是否应该穿校服来导入新课，通过比较自己的校服和别人的校服，让学生认识到原来校服也可以这样美。从而激发学生自己设计校服的欲望。教师要准备一些好看的校服图片。

Stage 2（15mins)：Listening to 1a and finishing 1b. Designing Step Teacher activity Student activity purpose Let the Ss listen to 1a and Listen to 1a and finish 1b. finish 1b.

培养学生的听力技能。完成1b 。

T: I hope your dream of

designing your own school

uniforms will come true.

Next, let’s listen to a

conversation and do 1b.

Before listening, please

(Individual work) read the questions quickly .

T：Can we start listening

now? T: Need one more time? Ss: Yes. Ss: Yes.

T: Now, let’s check. Xxx,

please answer Question

One?

T: Yes. No.2, who? S1: They are talking about making school uniforms. S2: ...

T: ... S3: ... S4:...

Remark：由于是听长对话然后回答问题，要求学生在听前一定要阅读1b中的所有问题。带着问题去听，更能集中注意力。因为答案需要学生进行加工整理才能得到，如果有必要，可以听两遍。

Stage 3（10 mins)

Intensive reading of 1a Designing Step Teacher activity Student activity purpose Let the Ss read 1a ,find out Read 1a ,find out the object 让学生复习以前the object clauses and clauses and understand the

学习过的宾语从understand the

difficult difficult sentences . sentences.

句，同时导入到既将学习的宾语从句。解决难点句子，完成1a。

T: Just now, we listened to

the conversation. Next,

please read the

conversation. While you

are reading, please find

out the object clauses. 1(Class activity)

T: Hi, class! Have you

found out the object

Ss: Yes. clauses?

T: Ok. Then who would

like to try? Hands up,

please!

S1: She says that our school plans to ... for us. S2: I think we can design ...by ourselves.

T: Great! Any more ?

Ss: Sorry. T: Don’t worry ,please

turn to page 126. Read the

object clause introduced by

wh- words.

T: Have you finished

reading? Ss: Yes. T: Ok. Then go on finding

out the object clauses in

1a.

T: Who can try?

T: Very good. Look at these sentences, they are all object clauses. But They are not the same. We will learn a new kind of object clause today like Sentence 3 and 4. ... Remark：为了提高效率，教师可以通过小黑板或大屏幕把1a中需要学生理解的句子展示出来。最好把学生找出来的宾语从句的句子也展示出来。教师也不要直接讲解，最好让学生自己阅读教材的附录部分，培养学生的自学能力。但是教师一定要把特殊疑问句转换成陈述语气讲解清楚。否则1c 和3 就无法进行。在讲解时1a，教师顺便提及“it’s +adj.+ that+...”句型。

Stage 4（5 mins)：Finishing 1c

Designing Step Teacher activity Student activity purpose

S3:Kangkang, could you tell ... says? S4: It depends on... uniform.

Let the Ss work in pair to Work in pair to practice 操练向第三方转practice indirect speech/object indirect clause.

clause.

speech/object 述的能力，操练宾语从句。完成1c。

T:From 1a, we know that

Miss Wang asks the kids to

survey the students about

styles of uniforms. Now, the

kids are discussing how to

design their school uniforms.

Listen! What are they talking

about? Look at the picture in

1c and work in pairs to make

up conversations after the

example. You have 1 minute

to prepare. (Pair work)

T: Xxx and xxx, you please.

S1: Can you tell me what Michael asks? S2: He asks where we

T: Sorry, you should say can make them? “where they can make them”.

When you retell someone’s

words to another people,

remember to change the

person. Are you clear?

T: Go on, next pair.

T: ...

Ss: Yes . S3: Can you ... ? S4: She asks ...

S5:... S6:.. Remark：这个环节，从表面看是操练向第三方转述信息，实际上是在操练由特殊疑问句作宾语的宾语从句。对于学生在转述的过程中出现的错误要及时纠正。

Remark: 这个替换练习本质上还是在操练宾语从句。教师要及时纠正学生出现的错误，还要学生通过观察，总结出怎样把特殊疑问句转换成陈述语气。对于学生很难懂的地方，教师用汉语直接解释。

Remark:

教师可以让学生先根据上下文的语境完成短文，然后通过听对话，检查核对正确与否。教师提醒学生注意句型“It is +adj.+ for sb. + to do sth. ”和词组“stop sb. From doing sth. ”。

Remark: 只要学生基本能表达出问题所涵盖的信息即可。

Stage 8（5mins)：Summarizing and assigning HMK Designing Step

Teacher activity

Student activity

purpose

Let the Ss summarize what they Summarize what they 回顾总结本课的have learned in this period.

.

T: Who else ? 1（Class activity)

retell somebody’s words to another person. S3: ... S4: ...

have learned in this 知识，加强学生period.

S1: We learned object clause.

S2: We learned how to 的记忆。

Assign the HMK. T: For today’s HMK, I’d like you try to design school 2 (Class activity)

uniform that you like and finish SectionA in your

workbook. Finish the HMK.

让学生自己设计他们喜欢的校服，并让他们做练习对宾语从句有一个整体的系统的了解。

Remark：在总结回顾时，涉及语法专业术语时，可以让学生用汉语表述。

VI. Blackboard design

第一课时（Section A—1a,1b,1c,）

New Words

Grammar

survey

宾语从句

discipline

V.+ 陈述语气的特殊疑问句

depend depend on

形式主语

It’s + 形容词+ that + 从句

It’s +形容词+ for sb. + to do sth.

...